LIBRARY OF CONGRESS. 



UNITED STATES OF AMERICA. 






/ 

MINNETONKA 

NORMAL OUTLINES. 




BIBLE -SECTION LESSONS, 

PREPARED BY 

REV. J. A, WORDEN 

SUNDAY-SCHOOL SECTION LESSONS, 

PREPARED BY 

REV. W. F. CRAFTS AND A. S. KISSELL. 



PREPARA TOR Y CO URSE. 



Chicago : 

THE WESTERN SUNDAY-SCHOOL PUBLISHING CO. 

John Fairbanks, Manager, 
lS 79 . 



Sabbath-School Libraries. 

Pastors, Superintendents and Library Committees, charged with the 
selection of Sabbath-School Libraries, will find at our Depository an exten- 
sive selection of leading 

AMERICAN AND ENGLISH PUBLICATIONS, 

Selected with great care — the inferior rejected and the good approved. We 
will endeavor to make this department complete and attractive, and excelled 
by none in usefulness. 



THE WAY TO ORDER BOOKS 

FOR 

$abbath - $chool libraries. 

Send to John Fairbanks, Manager, 46 Madison Street, Chicago, a 
Catalogue of books now in your Library, with a letter stating what kind of 
books are wanted, whether they should be large or small, the amount of 
money you have to expend, and how the box or package should be ad- 
dressed. Such orders will be filled from a selected stock equal to any in 
the country, and any so sent, may be returned to us if found to be unsuit- 
able. 

ANOTHER PLAN 

Which gives great satisfaction to purchasers, is for Schools to furnish us. 
with their present Catalogue, with instructions as to the grade and number 
of volumes wanted, and we will send them double the quantity of books 
wanted from which a selection can be made, the balance to be returned to 
us in good order. 

Oar Discounts are as liberal as can possibly be allowed. 

The Selection will be under the personal supervision of the Manager, 
who has had upwards oi fifteen years" experience, more than half of that time 
in the employ of the American Tract Society, and the remainder as senior 
partner of the firm of Fairbanks & Co., which firm has been dissolved. 

Corresponcence solicited. Address all Communications to, 

John Fairbanks. Manager, 

THE WESTERN SUNDAY-SCHOOL PUBLISHING CO., 

46 Madison Street, Chicago 



minn eton ka 
Normal Outlines. 




BIBLE -SECTION LESSONS, 

PREPAID BY 

REV. J. A: WORDEN 

SUNDAY-SCHOOL SECTION LESSONS, 

PREPARED BY 

REV. W. F. CRAFTS AND A. S. KISSELL. 



PREPARA TOR Y CO 



Chicago: 
THE WESTERN SUNDAY-SCHOOL PUBI.ISHiN. 
John- Fairbanks, Manager, 
1879. 




LIST OF HELPS ON THE 3 

BIBLE-SECTION LESSONS. 

Note— Every book in the following- lists is a valuable help. Students who can not afford 
to own so many, may select for themselves. The most essential books are numbers I., of 
some Teachers' edition; II., iorj; III., 1 or 2; IV., 3 or 4; and V., 1, 3, 6, 12 or 13. 

I. Reference Bible. 

1. Teacher's Bible, Eyre & Spottiswoode or Oxford edition. 

Leather, 24 mo., $1.50 

2. American Bible Society edition. - Cloth, 16 mo., 55 

3. American Bible Society edition. - Mor. gilt, 16 mo., 1.75 

II. Bible Concordance. 

1. Cruden's Condensed. - - - Cloth Svo., $1.50 

2. Pocket (same as in Teacher's Bible). - Cloth, 16 mo., 75 

III. Bible Commentaries. 

1. Jamieson, Fausset & Brown's. - Cloth, 12 mo., $3.50 

2. Jamieson, Fausset & Brown's, 10 vols. Cloth, 18 mo., 7.50 

IV. Bible Dictionaries. 

1. American Tract Society's. - - Cloth, 12 mo., $1.50 

2. American S. S. Union (Revised). - l / z Leather, 16 mo., 1.50 

3. Smith's Abridged. - - - Cloth, 8 vo., 2.00 

4. Ayre's Treasury of Bible Knowledge. - Cloth, 12 mo., 2.50 
V. Origin and Authenticity of the Bible and Evidences 

of Christianity. 

1. Crafts' Bible and Sunday-school. - 16 mo., Paper, 50 ; Cloth, 75 

2. Bible-Reader's Help. - - - Cloth, 181110, 40 

3. Bible Text-Book. - - - Cloth, 12 mo., 75 

4. Historical Foundation of Christianity by a Layman. 

Cloth, 12 mo., 40 

5. Allibone's Divine Origin of the Holy Scriptures. - - 65 

6. Allibone's Union Bible Companion. ... $1-25 

7. Nicholls' Introduction to the Study of the Bible. 

- Cloth, 12 mo., 1.00 

8. TischendorfF's Origin of the Four Gospels. Cloth, 16 mo., 75 

9. Schaft's Person of Christ - - Cloth, 16 mo., 75 

10. Burr's Ad. Fidem or Parish Evidence of the Bible. 

Cloth, 12 mo., 1.50 

11. Nevin's Biblical Antiquities. - Cloth, 12 mo., 1.50 

12. Barrows' Companion to the Bible. - Cloth, 12 mo., 1.75 

13. Angus' Bible Hand-Book. - - Cloth, 8 vo., 3.00 



LIST OF HELPS ON THE 

SUNDAY-SCHOOL-SECTION LESSONS. 

I. Organization, Classification and Discipline. 

1. Sunday-school Organization - - - .06 

2. Vincent's Country Sunday-school. • - - .15 

3. Porter's Country Sunday-school. - • - .25 

4. The Ideal Sunday-school. .... ,25 

5. American S. S. Union Monitor. .... .20 

6. Eggleston's Manual. - .75 

7. The Teacher Taught. - . . ■ $1.25 

8. The Teacher Teaching. .... 1.25 

II. The Study of Human Nature. 

1. Crafts' Instincts and Incidents of Childhood. - .40 

2. Crafts' Coming Man is the Present Child. - > .60 

III. Illustration. 

1. Freeman's Use of Illustration. - .15 

2. Crafts' Through the Eye to the Heart. - * - .50 

3. Beard's Blackboard in the Sunday-school. . $1-5© 

IV. Miscellaneous, 

1. Groser's Our Work (for teachers). ♦ .25 

2. Fitch's Art of Securing Attention. - - - .15 

3. Fitch's Art of Questioning. ... . . ,i§ 

4. Fitch's Art of Questioning and Securing Attention and 

Memory. ..... .c;o 

5. Primary Teacher's Manual (S. S. Union). - - .40 

6. Crafts' Bible and Sunday-school. ... ^o 

7. Trumbull's Review Exercises in the S. S. - - .40 

8. Groser's Ready for Work. - - - - .50 

9. Great Aim of the Sunday-school Teacher. - - .30 

10. Mrs. Crafts' Open Letters to Sunday-school Teachers. . .50 

11. Vincent's Church and Sunday-school and its Officers. .75 

12. The Child and the Book. .... $1.00 

13. The Story of the Bible. - . - - 1.00 

14. Hart's Sunday-school Idea. .... 1.50 

15. Preparing to teach (Presbyterian Board). • - 1.75 

16. Peep of Day Series (four books). - . • 1.75 

17. Todd's Sunday-sch r ol Teacher. .... 1.50 



MINNETONKA NORMAL OUTLINES. 



BIBLE SECTION— LESSON I. 

TOPIC: THE BIBLE AND ITS BOOKS. 

I. Its Titles. 

(i) Bible or Holy Bible, from the Greek B</ftoc 
— the original root designating the inner bark of the 
linden tree on which the Ancients wrote, hence, a 
"book," as our word book is from the Anglo-Saxon 
"boc" or beech, since the Saxons wrote on beechen 
boards. 

(n) The Scriptures (John V, 39 and forty-one other 
places), and Holy Scriptures (Rom. i, 2; 2 Tim. iii, I5)> 
meaning writings — from Latin, scribo, I write. 

(in) The Law. The Law and the Prophets. Ps. 
cxix, 9; Matt, v, 17, 18, etc. 

(IV) God's Testimonies. Ps. cxix, 2. Precepts. 
Ps. cxix, 4. Statutes. Ps. cxix, 5. Commandments. 
Ps. cxix, 6. Judgments. Ps. cxix, 7. 

(v) God's Word; Is. xl, 8. Matt, vii, 13; John 
xvii, 17; Rom. x, 17; Eph. vi, 17. 

(vi) Oracles. Acts vii, 38; Rom. iii, 2; Heb. v, 
12* 1 Peter iv, n. From Latin Os-Oris^mouth, desig- 
nating the utterances of God's mouth. Ps. cxxxviii, 4. 

(VII) Canon — from Greek word meaning "rule," 
because the Bible is the rule of faith and life. 



6 MINNETONKA NORMAL OUTLINES. 

II. ITS BOOKS. Two grand divisions. 

I. The Old Testament or Covenant. 2 Cor. iii, 14, 

so called because the legal element or covenant of works 
is more prominent in it. 

The 39 books of the Old Testament are commonly 
thus classified: 

(1) The Pentateuch GELND5. 

(2) Historical JJR^S^K>£CENEi2. 

(3) Poetical J PsP E SS 5- 

(4) Prophetical (1 Greater) I J L E D 5. 

(2 Minor) HJAOJMNHZHZM12. 
The classification of the Old Testament given in the 
Bible is (1) The Law, (2) The Prophets, (3) The Psalms. 
See Luke xxiv, 44. 

Note 1. — We reject the Apocryphal books from the canon 
of Scripture. 

(1) The Hebrew Scriptures never included them. 
The Jews rejected them. 

(2) Christ and the apostles never quote them. 

(3) The early Fathers never put them in the canon. 

(4) The internal evidence is against them. The 
authors claim no inspiration; some of them disclaim it. 
Some of them teach fanciful stories and bad morality. 

Note 2. — The Old Testament was written in Hebrew. 

(1) It is one of the oldest languages in the world. 

(2) It was written and spoken by Jehovah's chosen 
people. 

The following passages of the Old Testament were 



MINNETONKA NORMAL OUTLINES. 7 

written in Chaldee. Ezra iv, 8-18; vii, 12-36; Dan. ii, 
4; vii, 28; Jer. x, II. 

Note 3. — The organic structure of the Old Testament. 

(1) The Pentateuch is the divinely given constitu- 
tion of the Hebrew nation. 

(2) The historical books record the practical devel- 
opment of this constitution in the nation's life. 

(3) The poetical books contain the devotional and 
philosophical literature of the Hebrews. 

(4) The prophetical books testify to the coming 
Messiah. 

2. The New Testament is composed of 27 books 
thus classified: 

(1) Historical. M M L J A 5. 

(2) Epistolary, (1) Pauline, R^CGEPC 

y 2 t y 2 t t p h 14. 

(2) General J % P 1 2 3 J J 7. 

(3) Prophetical, R I. 

Note 1. — The New Teskiment was written in Greek. 

(1) Greek was spoken and read throughout the civil- 
ized world. 

(2) The gospel was designed for all nations. 

Note 2. — The organic structure of the Nezv Testament. 

(1) The gospels record the life, teaching, atone- 
ment, and exaltation of the Lord Jesus Christ as the 
foundation of the Christian Church. 

(2) The Acts record the founding of Christian 
churches among Jews and Gentiles in the great centers 
of influence, "beginning at Jerusalem." 



8 MINNETONKA NORMAL OUTLINES. 

( 3) The Epistles contain the development, by the 
Lord through His Spirit, of the doctrines and ethics 
taught by Christ personally. 

(4) The Revelation makes known the destiny of the 
Church. 

Note 3. — The division of the Bible into chapters was made by 
Hugo de Sancto Caro, about the year 1250. The division of the New- 
Testament into verses was made by Robert Stephens in 1551. The Old 
Testament chapters were divided into verges by a Jew, Athias, of Amster- 
dam, in 1661. 

III. The Writers of the Bible number at least 36. 

The Pentateuch by Moses in the Wilderness, 1491. 

Job Unknown. 

Judges, Ruth and Samuel by Samuel, Nathan, Gad, 
(Palestine). 

Chronicles and Kings by Nathan, Iddp, Jeremiah, 
Ezra. 

Esther Unknown. 

Psalms by Moses, David, Solomon, Jeduthan, &c. 

Prov., Ecc. by Solomon. 

Acts by Luke. 

Fourteen Epistles, Rj^CGEPC^T^TTP 

H, by Paul. 

Revelation by John. 

The other books by the men whose name they bear. 

Note. — The Canon of the Old Testament was completed by Ezra 
and the Great Synagogue, 457 b c, and was recognized as inspired by 
Christ and His Apostles. 

St u den fs Memorandum. Remember: 
1. The titles of the Sacred Volume 



MINNETONKA NORMAL OUTLINES. 9 

2. Meaning of the words Bible, Scripture, Canon, 
Oracles. 

3. The two grand divisions, and why called Testa- 
ments, 

4. Number of books of the Old Testament? Of 
New Testament ? 

5. Classify the books of the Old Testament ? 

6. Place each in its class, beginning with Minor 
Prophets. 

7. Why do we reject the Apocrypha. 

8. In what language was the Old Testament writ- 
ten? State the exceptions. 

9. Why given in Hebrew? 

10. What relation do the several parts of the Old 
Testament sustain to each other ? 

11. Name the Historical books of the New Testa- 
ment; the Epistolary; the Prophetical. 

12. In what language was the New Testament writ- 
ten? Why? 

13. How would you state the organic structure of 
the New Testament ? 

14. How many men wrote the Bible? Name them. 

15. How long was the Bible in writing? 

16. Why was the Bible given? 2 Tim, iii, 15-17. 

Helps: For helps 011 this Lesson see List, page 3. 



BIBLE SECTION— LESSON II, 

TOPIC: THE BIBLE— PROOFS OF ITS DIVINE ORIGIN AND 

INSPIRATION. 

" Be ready always to give an answer to every man that askethyou, a 
reason of the hope that is in you." i Peter iii, 15. 

Three Propositions. 

I. Christianity is a Supernatural divine revelation. 

II. The Scriptures of the Old and New Testaments 
constitute all, and the only authentic and genuine records 
of Christianity. 

III. These " Scriptures are given by inspiration of 
God." 

I. Christianity is a Supernatural divine reve- 
lation. 

1. Reason teaches us to hope that God will make 
known His will to man. 

(1) Man is made for God — is essentially a moral 
and a religious being. Everywhere — at all times — all 
human souls have felt dependence on, and responsibility 
to, and a need of God. 

(2) Man is fallen — lost — blind and helpless. All 
human history and experience is proof that man is a sin- 
ner, and that unaided, he cannot know God or save him- 
self. 

Reason and Nature teach that broken Law must end 
in penalty. 

Nothing in nature teaches of escape from the pun- 
shment due sin. 



MINNETONKA NORMAL OUTLINES. u 

Hence man conscious of sin and expecting a doom 
needs a Revelation. 

Man's reason does not furnish it. It must be from 
some power higher than man: i. e., it must be divine. 

Nature does not give a clue. If it come at all it 
must be from some power higher than Nature, that is, it 
must be Supernatural. 

(3) God, the Father of man, is infinite in knowl- 
edge, righteousness and love. Therefore, 

(a) He knows man's need. 

(b) His righteousness will give man his law. 

(c) His love will give light to his lost, blind child. 
The common consciousness of mankind, therefore, 

has expected a Supernatural revelation. 

2. Science has destroyed the credibility of the 
Sacred books of all other religions and reduced us to the 
alternative — either Christianity or no religion. In all its 
progress Science has not touched one fact or doctrine of 
the Bible. 

See Dr. Burr's Ad Fidem, pp. 179 — 185. 

3. The Moral and Redemptive Character of 
Christianity proves it divine. Man needs God's 
law. 

(1) The Law revealed by Christianity is perfect — 
pierces to the thoughts and intents of the heart, empha- 
sizing virtues lightly esteemed by human philosophy, e.g. 
humility, meekness, long-suffering. 

(2) Obedience to this is required as due to God. 

(3) It promises to obedience, glory, honor, immor- 
tality ; it denounces against disobedience, eternal wrath. 



12 MINNETONKA NORMAL OUTLINES. 

(4) It is a complete guide for thought and act, in 
all circumstances. 

4. Man needs Salvation. Christianity provides. 

(1) The atonement of our Lord Jesus Christ, suf- 
ficient for all, adapted to each, offered in good faith to 
every soul. 

(2) The Holy Spirit to convict, regenerate, guide, 
keep and sanctify. 

Christianity is therefore precisely adapted to meet all 
the moral and religious needs of men. None but God 
could have thus satisfied all man's deepest needs. 

The Student's Self-Test: Write out, at large, in 
your own language, and hand to the Leader, answers to 
the following questions : 

1. State the three propositions and their meaning. 

2. State the argument from reason derived from 
man's need. 

3. From God's character. 

4. How does Science indirectly aid Christianity? 

5. What are man's two great needs? 

6. How does Christianity supply them? 

7. How does this prove Christianity divine? 

Helps: For helps on this Lesson see List, page 3. 



BIBLE SECTION— LESSON III. 

TOPIC: THE BIBLE-PROOFS OF ITS DIVINE ORIGIN. 

(Continued.) 

4. Christianity was shown to be from God 
by Miracles. 

(1) God can work miracles. The human senses 
can recognize miracles. Human testimony can confirm 
their occurrence to others. 

(2) The miracles of Christ and his apostles were 
acts of benevolence and majesty. 

(3) The doers of them and their witnesses were 
intelligent and truthful. 

(4) The acts were performed in the most public 
manner and could be readily known, and were most 
rigidly scrutinized. 

(5) Were numerous and varied. 

(6) Extended over a space of 70 years. 

(7) There never was any failure in making them, 
or any claim of detection — though there were many 
traitors, e. g., Judas. 

(8) Christ's enemies had every means of disprov- 
ing them. Many on whom they were performed still 
lived. 

(9) The silent admission, of all Jews and Gentiles 
then living, of the reality of the miracles of Christ and 
his apostles. 



i 4 MINNETONKA NORMAL OUTLINES. 

See Bp. Mcllvaine's Evidences of Christianity, pp. 
165-236. 

5. Fulfilled Prophecies show the super- 
natural DIVINE ORIGIN OF CHRISTIANITY. 

(1) An authentic prophecy must be worthy of God 
— must have been uttered as a prophecy from the begin- 
ning, must have a definite meaning, must not, by sug- 
gestion, lead to its own fulfillment. 

(2) Prophecies already fulfilled. 

a. Ham, Shem, Japheth. Gen. ix, 27. 

b. Ishmael. Gen. xvi, 11, 12. 

c. Isaac, Jacob and the Jews. Gen. xxi, 12 ; xxvii; 
Levit. xxvi, 33, 37-44; Deut. xviii, 36, 37, 64; Jer. xv, 
4; xvi, 13; xxiv, 9; Hos. ix, 17. 

d. Tyre. Is. xxiv; Joel iii, 4-6 ; Ez. xxvi, 28; Zech 
ix, 8. 

e. Ninevah. Nahum i, 8, 9; ii, 8-13; iii, 17-19; 
Zeph. ii, 13-15. 

f. Babylon. Is. xiii, xiv, xliv and xlv; Jer. 1 and li. 

g. Chaldean, Medo-Persian, Grecian and Roman 
Empires. Dan. ii, 31-45; vii, 17-20; viii and ix. 

h. Concerning Christ. Gen. iii, 15; xii, 3; xlix, 
10; Is. xii, 14; ix, 6, 7; xi, 1, 2; xlii, 1-4; liii; Dan. ix, 
26-27 ; Ps. xxi, 10; Zech. xi, 12, 13; Hag. ii, 2, 6, 9; 
Micah iii, I. 

i. Jerusalem Destroyed. Matt, xxiv ; Mark xiii ; 
Luke xxi. 

j. Antichrist. 2 Thes. ii, 3-12. 



MINNETONKA NORMAL OUTLINES. 15 

Student's Self- Test. 

1. What is a miracle ? 

2. Prove that God can work miracles and that men 
can know miracles. 

3. What was the character of Christ's miracles? 

4. Could they have been examined ? 

5. How do their number and variety attest their 
reality? 

6. How does the absence of opposing testimony 
prove the reality of Christ's miracles ? 

7. What are the marks of a genuine prophecy ? 

8. Take your Bible and read all the prophecies 
referred to. 

Helps: For helps on this Lesson see List, page J. 



BIBLE SECTION— LESSON IV. 

TOPIC: THE BIBLE— PROOFS OF ITS DIVINE ORIGIN. 

(Continued.) 

6. The Character of Jesus is a sufficient 
demonstration that christianity is of god. 

[) It is one Jesus presented by Matt., Mark, Luke 
and John. 

2 I He is totally unlike all other leaders. 

Absolutely sinless. 
<4) Positively perfect, has all the active virtues. 
5 Impossible that the Evangelists, unlearned Jews, 
could have invented such a character. 

(6) All men, even infidels and opponents, confess 
the perfection of Jesus' character. 

(7) This perfect man bore witness to the divine 
origin of Christianity. As he was perfect his witness 
was true. 

7. 13 v its effects we know christianity is 
from God. 

I 1 1 Effects in the experience of millions of individ- 
uals in the centuries since Christ. 

(2) Effects on communities and nations. The trnr 
civilization, science, general education, hospitals, asy- 
lums, the elevation of women, civil and religious liberty, 
the highest morality, have sprung from Christ's religion. 
Compare Christendom with Heathendom. 



MINiNETONKA NORMAL OUTLINES 17 

S. The Successes of Christianity show its 

SUPERNATURAL ORIGIN AND POWER. 

(i) It was opposed by sin in every soul, by the Jews, 
among whom it arose, by the Gentiles who abominated 
the Jews, by armies of idolatrous priests, by all the 
schools of philosophy, by persecution legalized and 
strengthened by Roman law and armies. 

12) It condemned all sin and all other religions. 

(3) It used as means only testimony, appeal, argu- 
ment and example. 

(4) Yet Christianity against all its foes fought its 
• way into Antioch, Corinth, Athens, Alexandria and 

Rome. In 70 years it carried the gospel through the 
civilized world. In 300 years it conquered the Roman 
Empire. Ever since it has controlled the world, despite 
the fact that the mass of men are held subject to it 
against their natural inclination. 

The fact that to-day the vast majority of the most 
intelligent and moral men and women in the world, in the 
face of all " the oppositions of Science falsely so called" 
and of rationalistic philosophy and criticism, and all 
arguments of infidels, accept Christianity as divine, is con- 
clusive proof that it is from God. Nothing but truth 
could have stood the test of the last nineteen centuries. 

Student's Self- Jest. 

1. Give the first four points in the character of Jesus. 

2. Prove that the Evangelists could not have in- 
vented such a character. 

3. What is the proof from the confessions of oppo- 
nents in relation to Jesus' character ? 



18 MINNETONKA NORMAL OUTLINES. 

4. What is the force of Christ's testimony to Chris- 
tianity ? 

5. How does individual experience prove Chris- 
tianity to be of God ? 

6. How do its effects on nations prove the same? 

7. How was Christ's gospel at first opposed ? 

8. What were its early successes ? 

9. How does its present position prove it to be 
divine? 

Helps: For helps on this Lesson see List, page 3. 



BIBLE SECTION— LESSON V. 

THE BIBLE. PROOFS OF ITS DIVINE ORIGIN (CONCLUDED). 

II. The Scriptures of the Old and New Testa- 
ments CONSTITUTE ALL AND THE ONLY AUTHENTIC 
AND GENUINE RECORDS OF CHRISTIANITY. 

When we say the Scriptures are authentic, we mean, 
they record facts, not fictions or falsehoods. 

When we say they are genuine, we mean that their 
books bear the names of their real authors. 

i. That the Old Testament is authentic and 

GENUINE PROVEN BY THE FACT THAT, 

(i) Christ recognized the Jewish Scriptures as the 
written Word of God. 

John v. 39; Mark xiv. 49 ; Luke xxiv. 44. 

(2) So did his Apostles. 2 Tim. iii. 15, 16; Acts 
i. 16. 

2. That the books of the Old Testament 
ratified BY Christ AND HIS APOSTLES were precisely 
the same that we include in it, is Proven. 

(1) The New Testament writers quote from the 
books of the Old Testament as we have them and from 
these alone, and these quotations number over 600. 

(2) The Septuagint or the translation of the Old 
Testament into Greek, made at Alexandria, 285 B. C, 
contains every book which we put into our Old Testa- 
ment. 



20 MINNETONKA NORMAL OUTLINES. 

(3) Josephus gives the same books in his catalogue. 
See his answer to Appion Book I. 

(4) The early Christian writers testify to the can- 
onicity of the same books, " Melito, A. D. 177, Origen, 
230 A. D., Athanasius, A. D. 326, Jerome, A. D. 390, 
Augustine, A. D. 395." 

All denominations of Protestants and Jews, 
differ as they may on other points, agree in accepting our 
Canon of the Old Testament. 

The Canon of the New Testament is correct. 

(1.) The testimony of Irenaeus, born A. D. 140, of 
Tertullian, born A. D. 160, Clement of Alexandria, born 
150, the Church of Lyons and Vienne shows that the 
New Testament, as we have it, was received as God's 
Word by the primitive churches. 

(2) So Justin Martyr, born about 100. Papias, 
Bishop of Hierapolis, 150, Epistle to Diognetus and the 
apostolic fathers, i.e., men who were the disciples of the 
apostles, e. g., Clement of Rome, died 100, Ignatius 
who suffered martyrdom about 107, Polycarp, who suf- 
fered martyrdom 166. 

(3) The ancient translations contained the books of 
the New Testament, e.g., the Syrian Peshito, early Latin 
and so forth. 

(4) The agreement of all the opposing sects of 
Christians in accepting our Canon of the N. T. as cor- 
rect. By these facts we know the Bible, as we have it, 
"consists only of, and contains all the authentic and gen- 
uine records of, the Christian Revelation." 

See Companion to the Bible by Dr. E. P. Barrows, 
Chapter ii. 



MINNETONKA NORMAL OUTLINES. ai 

Student's Self- Test: 

i. What is our Second Proposition? 

2. What do you mean by "Authentic" and " Gen- 
uine?" 

3. Prove the Old Testament to be authentic and 
genuine. 

4. Prove that we have the true books of the Old 
Testament. 

5. Give the four proofs of the correctness of the 
Canon of the New Testament. 

Helps: For helps on this Lesson see List, page J. 



BIBLE SECTION-LESSON VI. 

THE BIBLE-PROOFS OF ITS INPSIRATION. 

III. The "Scriptures were Given by Inspiration 

of God." 

Inspiration was the direct, God-given influence of 
the Holy Spirit, on the writers of the Bible which made 
them infallible in teaching its truths. 

Note i. — The inspiration of the Bible writers was su- 
pernatural, not simply providential or gracious. 

2. It differed from revelation in that revelation is 
the divine manifestation of truth, but inspiration made 
its subjects infallible in communicating truth. 

3. Inspiration was such a divine influence over the 
writers of the Bible that the Holy Ghost spake by them, 
and their words were the words of God. 

4. The inspiration extended, therefore, to the words, 
and to all parts of the Bible. 

I. Proofs of the Inspiration of Scriptures. 

(1) We have already proven that Christianity is a 
supernatural, divine revelation. It is in the highest 
degree probable that when God would give his revela- 
tion that he would infallibly direct men in communica- 
ting his revelation. 

(2) The apostles claimed to be inspired: a. that they 
had the supernatural influence of the Holy Spirit, Acts 
ii, 33; iv, 8; xiii, 2-4; xv, 28; xxi, Ii; I Thes. i, 5; b. to 
speak as God's mouthpiece, 1 Cor. iv, i;ix, 17; 2 Cor. 
v, 9; I Thess. iv, 8; c. to teach with God's authority. I 



MINNE TONKA NORMAL OUTLINES. 23 

Cor. ii, 13; I Thess. ii, 13; 1 John, iv, 6; Gal. 1, 8, 9; 
2 Cor. xiii, 2, 3, 4, and with same authority as Moses 
and the O. T. prophets, 2 Pet. iii, 16; 1 Thess. v, 27; 
Col. iv, 16; Rev. ii, 7. Condensed from Dr. Hodge. 

(3) Their lives, their doctrines, their sufferings, and 
their miracles confirmed this claim. 

(4) The Old Testament writers claim inspiration, 
e.g., Moses, Deut. xxxi, 19-22, xxxiv, 10; Num. xvi, 
38, 39; David, 2 Sam. xxiii, 2. Most of them introduce 
their words by "Thus saith the Lord." "The mouth of 
the Lord hath spoken it." Jer. ix, 12, xiii, 13, xxx, 4; 
Is. viii, 1; xxxiii, 10; Mic. iv, 4; Amos iii, 1; Deut. 
xviii, 21, 22; 1 Kings, xxi, 28; 1 Chron. xvii, 3. Dr. 
Charles Hodge. 

(5) We have proved in former lessons that Christ is 
God as well as man. 

Yet Christ constantly quotes the Old Testament as 
inspired. Matt, xxi, 13, xxii, 43. 

He says that all the law must be fulfilled. Matt, 
v, 8. All its predictions verified. Luke, xxiv, 44. In 
his temptation he said, "It is written," thrice. Matt, 
iv, 4, 7, 10. 

He appealed to it as supreme authority. Matt, xxii,. 
2 9> 3 1 - 3 2 » an d throughout the gospels. John v, 39. 

(6) The internal proofs of the inspiration of the 
Scriptures. 

(a) After eighteen centuries of criticism infidels can 
point to nothing in the Bible inconsistent with its claims 
to inspiration. 

(b) The sixty-six books of Scripture written by 
forty different minds, with every shade of culture, during 



24 MINXETONKA NORMAL OUTLIXES. 

a period of sixteen hundred years, are one, perfectly har- 
monious, and show a constant and organic growth or 
regular development. It must have been the work of 
one mind, and that mind was God's. 

(c) The moral and spiritual power of the Scriptures. 
The Bible is its own best evidence to its inspiration. 
Whoever will honestly, impartially, and patiently study 
it, shall feel and know its divine inspiration and authori- 
ty, and if he pray, shall in it find Jesus, and be saved 
from unbelief and all other sins. 

But our Lord Jesus Christ is the final source of our 
faith in the inspiration of the Scriptures. We know him 
to be the Sou of God and our Saviour. 

But he tells us that the Old Testament Scriptures 
were given by the Holy Ghost and are God's word. We 
take them on his authority. He tells us he would give to 
the Apostles the Spirit of Inspiration. Matt, x, ig; Luke 
xii, 12; John xiv, 26, xv, 26, 2j ; Matt, xxviii, ip, 20; 
John x/'ii, 20. 

We take tlie Bible as inspired o?i the authority of 
Christ. 

Student's Self- Test. 

1. State the third proposition. 

2. What is Inspiration? 

3. How does it differ from Revelation ? 

4. How far did it extend? 

5. Prove that it was limited to the writers of the 
Bible. 



MINNETONKA NORMAL OUTLINES. 35 

6. Given the divine origin of Christianity, show the 
probability of Inspiration. 

7. How prove that the apostles claimed Inspiration? 

8. How was their claim ratified? 

9. Prove that the writers of the Old Testament 
claimed Inspiration. 

10. How was their claim ratified? 

1 1 . What is Christ's testimony to the Inspiration of 
the Old Testament ? 

12. Give the three points in the internal evidence of 
the Inspiration of the Bible. 

Helps: For helps on this Lesson see List, page j. 



BIBLE SECTION— LESSON VII. 

TOPIC: THE FOUR GOSPELS— THEIR MANIFOLDNESS AM) 
THEIR UNITY. 

I. The Life of Jesus is the center of the 

World's History. 

(i) The history of 4,000 years was a preparation for 
the Advent. The conquests and dominion of Egyptian, 
Chaldean, Persian, Grecian and Roman Empires brought 
the nations nearer together. The failure of these empires 
to secure human welfare, produced a longing for a higher 
kingdom. 

(2i The failure of 4,000 years of human religions 
and philosophies to furnish a religion which satisfied 
man's Soul, made mankind long for the Desire of all 
nations. The Oriental tradition of a World-Deliverer to 
arise out of Palestine. (See Life of Vespasian by Sueto- 
nius, c. iv.) accorded with the experience of mankind. 

(3) Undeniably the history of the last nineteen cen- 
turies radiates from the Life of Jesus. 

2. Bible History finds its center in the Life of Jesus. 
It seems a Scriptural truth that the human race was pre- 
served after the Fall, that Jesus might live a human life. 

(1) Old Testament History, Biography, Type and 
Prophecy converge toward Christ. John v, 39; Acts x, 
43 ; Rev. xix, 10. 

(2) The Epistles and the Revelation are the develop- 
ment of his divine Life and Doctrines. 



MINNETONKA NORMAL OUTLINES. 27 

3. The conflict between Christianity and Infidelity 
circles around the Life of Jesus. 

Tischendorf says, Origin of the Gospels, p. 24, 
" The Life of Jesus is the most momentous of all the ques- 
tions which the Church has to encounter, the one which 
is decisive, whether it shall or shall not live." 

Therefore the Life of Jesus as the revelation of the 
Incarnate Son of God, the essence of Bible History and 
Doctrine, and the center of the world's life, is the most 
important theme of the teacher's study. The lesson of 
two years and a half out of seven, by our International 
Lesson Course, are devoted to this sublime topic. 

II. The Four Gospels — their Manifoldness. 

The four Evangelists, Matthew, Mark, Luke and 
John, wrote the four-fold memoirs of the Life of Jesus. 

Noth; i. — The true date of the birth 0!' Christ is 750 of the Building 
of Rome, four years before the date commonly given. 

Note 2. — The first three Evangelists are called the Synoptists — 
because their plan and contents are so similar that their accounts can be 
summed up in a Synopsis. There is an obvious contrast between the 
Synoptists and the Gospel according to John. 

The Synoptists give the Gospel of the infajit Church or of the 
band of first disciples. John gives the Gospel of the maturity of the 
Church. These were written soon after the events. John's after Jerusa- 
lem had been destroyed. 

i. The Gospel according to Matthew or Levi, 
is the connecting link betvven the Old and New Tes- 
taments, and was written probably between 50 and 60 
A. D. in Judea. 

This is the Gospel for the Jew, i. e., especially 
adapted to recommend Jesus Christ to the Jew. 

(i) External proof, Papias, Irenaeus, Eusebius, Ori- 



28 MINNETONKA NORMAL OUTLINES. 

gen, Jerome, Gregory Nazianzen, testify that Matthew 
originally wrote his gospel hi the Hebrew for the Jezvs. 
Christian Scholars almost unanimously accept the latter 
part of this statement. 
(2) Internal proof. 

A. Who were the Jews? 

(1) The elect people of Jehovah. 

(2) To them were committed the oracles of God, 
Rom iii, 2, they had the true forms of worship — the Sal- 
vation of men was to be of the Jews. John iv, 22. 

(3) They were looking for the Messiah — who was to 
be a Jew. 

B. Matthew was fitted to adapt the gospel to 
Jews by birth as a Jew, by occupation as a collector of 
taxes. Matt, ix, 9; Luke v, 27 ; Mark ii, 14, in which 
he learned the characteristics of the Jews, and system in 
writing, and by this occupation — though liable to other 
temptations — he was free from the Pharisaic influence. 

By his thorough conversion, " forsaking" promptly 
" all" and by many years preaching the gospel to Jews 
he was likewise trained for his special work. 

C. Matthew's central aim and pervading plan is to 
exhibit Jesus of Nazareth as the promised Messiah, the 
antitype of all the Old Testament types, the fulfillment 
of all its prophecy. See the entire gospel, e. g., he 
quotes the Old Testament fifty-four times while Luke 
quotes it only twenty-four and Mark only twenty-three 
times. 

D. Matthew takes for granted that his readers are 
familiar with the Old Testament, and with Jewish words, 



MINNETONKA NORMAL OUTLINES. 29 

localities and customs. The other evangelists often 
explain these, e. g. , Mark vii, 2-5; Luke xxiv, 13; John 
iv, 2, 4, 9- 

The Church taking the cherubim described by Eze- 
kiel i, 4-14, as emblems of the four gospels, the best 
writers have represented Matthew under the figure of the 
Ox. Lange says, " The sacrificial bullock is the appro- 
priate symbol of Matthew." 

Student's Self- Test. Write out, at large, in your 
own language, and hand to the Leader, answers to the 
following questions : 

1. What relation does Christ's Life hold to the 
secular History of the World ? 

2. What relation to Bible History ? 

3. How do the conflicts of to-day increase the im- 
portance of the Study of Christ's Life? 

4. What is the date of the Advent ? 

• 5. Who are called " the Synoptists," and why? 

6. When and where was the Gospel according to 
Matthew written? 

7. For whom was it specially designed? 

8. Prove this 



BIBLE SECTION— LESSON VIII, 

The Four Gospels: — Their Manifoldness and 
their Unity. — (continued.) 

2. The Gospel according to Mark — John Mark, 
son of Mary, Acts xii, 12, 25, cousin of Barnabas, Col. 
iv, 10, was written at Rome. 

Mark is the gospel vok the Romans — i.e., espe- 
cially adapted to recommend Jesus Christ to the Romans. 

(1) External proof — Clement of Alexandria, Euse- 
bius, Gregory Nazianzen, testify that Mark wrote his gos- 
pel .it the request of the Romans and for them. Chris- 
tian Scholars agree in accepting this. Besides these Papias, 
Tertullian, Origen, Jerome, certify that " Mark wrote i 
his gospel under the direction of Peter" and that "IT MAY 
BE AFFIRMED TO BE PETER'S. " 

(2) Internal proof. 

A. Who were the Romans? What adaptations of 
the Gospel did they need? 

(i) The great WARRIORS and DOERS of the ancient 
world. 

(2) Possessed of a genius for law, for government, for 
organization; had given the earthly embodiment of jus- 
tice. 

(3) Worshiped Rome and Victory — the summit of j 
his desires was an universal Roman Empire. 

B. Mark was fitted by natural character, a man of] 
impulse and action rather than of deep study. Acts xiii, 
5> 13. 2 5i xv » 37' He was cured of vacillation; Col. iv, 



MINNETONKA NORMAL OUTLINES. 31 

10 ; 2 Tim. iv, 1 1 ; Phil, xxiv ; he was trained by Bar- 
nabas Paul and Peter. 

Peter was of all the apostles best fitted to direct the 
composition of the Gospel for the Romans, for he was a 
man of courage, zeal, activity, and was trained for this 
by his whole career. 

C. Mark's central aim and all moulding plan is to 
exhibit The Gospel of Jesus Christ, the Son of 
God. — Jesus the embodiment of Power, divine and 
saving, the embodiment of victory over all enemies. 
This was the argument to induce to accept Christ, the 
Roman who worshiped power, victory, organized rule. 

Lange shows in his Introduction to Mark that this 
gospel may be divided into progressive series of victo- 
rious conflicts — beginning with conquest of the four cho- 
sen disciples and ending with the final triumph over the 
whole world. Jesus is the mighty victor — (according to 
Mark) fulfilling more than the Roman ideal of universal 
dominion. 

D. The style of Mark is adapted to the Roman, 
brief, graphic, e.g., such touches as "was with the wild 
beasts," Mark i, 13, Jesus' look, Mark iii, 5, the use of 
the word "straightway" like Csesar's "celeriter." He ex- 
plains special words, shewing he wrote for others than 
Jews, e.g., iii, 17; v,.40; vii, 11: x, 46 ; xix, 26; xx, 
34, &c 

The Cherubic Lion is the Symbol of Mark. 

Student's Self- Test : 

I. What is known of Mark? 



H MINNETONKA NORMAL OUTLINES. 

2. For whom was his gospel at first designed? 

3. Give the external proof of thio. 

4. The internal; what kind of men were the Ro- 
mans? how was Mark fitted to adapt the gospel to them? 

5. What is the central idea of Mark's gospel? 

6. How is Mark's style adapted to Romans? 



BIBLE SECTION— LESSON IX. 

The Four Gospels: — Their Manifoldness and 
their Unity. — (Continued). 

3. The Gospel according to Luke, written 
probably in Greece about 58 A.D. 

Luke's is the gospel for the Greek, i.e., espe- 
cially adapted to recommend Jesus Christ to the Greeks. 

(i) External proof, Irenaeus, Origen, Gregory 
Nazianzen, and Jerome, make certain two facts, that 
Luke wrote his gospel as the companion and felloiv-la- 
borer of Paul, and for the Greeks. 

(2) Internal proof. 

A. What kind of a man was the Greek? 

(1) An intellectual and humane man — from him 
came the grandest human art, philosophy and literature. 

(2) He deified man, his gods were human heroes. 

(3) He was the broadest in his views and sympathies. 

(4) He was utterly unspiritual — worldly. 

B. Three things in Luke fitted him to adapt the 
gospel to the Greek. 

(1) By birth a Greek, born in Antioch in Syria. 

(2) His education and practice as a physician, Col. 
iv, 14 ; he had the best education of any of the Evan- 
gelists. 

(3) He was the intimate companion of Paul, the 
great apostle of the Gentiles who preached the gospel to 
the Greeks. Acts xvi, 10 ; xx, 5-38; 2 Tim. iv, 11. 
Paul of all the apostles was best fitted to direct the com- 
position of the gospel for the Greeks. 



34 MINNETONKA NORMAL OUTLINES. 

C. Luke's central aim and all moulding plan is to 
exhibit Jesus as the Son of Man, and his gospel for all 
men. 

This is interwoven with the whole texture of the 
narrative. . He traces Christ's genealogy, not as Matthew 
back to Abraham, but back to Adam. This is the gospel 
of the humanity of our Lord and of his more humane 
and tender traits. It constantly illustrates the truth that 
none of any class or condition or race are shut out from 
God's mercy. 

D. The style of Luke is fitted to reach the Greek. 
This gospel contains the best Greek of the four. 

Note 1. Luke gives much that Matt, and Mark omit, Chaps. I. and 
II. from ix, 51 to xviii.-i4: iii. 10-14; vii. 36-50; viii. 11 -17; xix. 1--10 and 
39-44; xxiv, 13-35; xxii - 3 X »3 2 ; xxiii - 7-12,27-31,34,39-43; xxiv, 50-53. 

Note 2. Luke narrates most concerning the elevation of woman. 

Note 3. This has been called " the Gospel of Contrasts," e.g., Zach- 
arias and Marv, Simon and the Woman. Rich man and Lazaras, Phara- 
isee and Publican, The Two Thieves. 

Note 4. This evangelist has been called the hymn writer of the New 
Testament. 

The Ave Maria, Magnificat, Benedictus, Nunc Demittis. 

Note 5. Luke gives the life of Jesus in chronological order. 

The Man is the appropriate symbol of Luke's gospeJ. 

Student' Self -Test: 

1. What is known of Luke? 

2. For whom was his gospel at first designed? 

3. What is the external proof? 



MIXNETONKA NORMAL OUTLINES 35 

4. Who were the Greeks ? What were their char- 
acteristics: 

5. How was Luke fitted to write the gospel for 
Greeks ? 

6. What is the central aim of Luke's gospel? 

7. How is Luke's style adapted to Greeks ? 

8. What other five characteristics of Luke's gospel? 



BIBLE SECTION— LESSON X. 

The Four Gospels : — Their Maxii oldxess and 
Their Unity. — (Conclued.) 

4. The Gospel according to John was written 
at Ephesus, at the close of the first century. 

This is the gospel for the Christian — adapted 
to hold forth Jesus Christ to Christians. 

(1) External proof. Papias, The Muratorian Canon, 
Irenaeus, Clement of Alexandria, Eusebius, Jerome, 
Gregory Nazianzen, Augustine, testify that John wrote 
the substance of his preaching into a gospel, for the 
church or Christians. 

Internal proof. 

A. The Christian is a believer in Christ, is spiritu- 
ally a new creature in Christ, is dependent on Christ fo r 
life, and possesses in Him eternal life. 

B. John was fitted to present Christ to Christians. 

(1) By character, a union of fire and tenderness, 
Luke ix, 54; Mark iii, 12; John xvii, 15. 

(2) His close intimacy with Jesus, Luke, ix, 28 ; 
viii , 51 ; John xiii, 23 ; xix, 26, 27; xxi, 21-23. 

(3) His evident spiritual sympathy with Jesus. 

(4) His ripened experience. 

C. John's central thought is Jesus the Eternal In- 
carnate Word, the Life and Light of the Soul. The Divin- 
ity of Christ is his great theme. 

He introduces us into the very Holy of Holies of 
''the Heart of Christ." See chapters xiv-xvii. The key 
to this gospel is found in chap, xx, 30, 31 verses. 



MINNETONKA NORMAL OUTLINES. 37 

D. The style of John is best fitted to present Christ 
to the Spiritual man, possessing perfect simplicity with 
unfathomable depth. He constantly assumes that the 
reader already knows the facts and teachings given by 
the Synoptists. 

Note 1. John alone gives us the historical data from which we know 
that Christ's ministry lasted three and a half years, gives the Christ of 
the feasts. 

Note 2. He alone narrates the incidents of our Lord's early Judean 
Ministry. The Synoptists are taken up with His Galilean Ministry. 

The Eagle is the Symbol of John. 

" Bird of God with boundless fligh , 
Soaring far beyond the height 
Of the bard or prophet old. 
Truth fulfilled or truth to be; 
Never purer mystery 
Did a purer tongue unfold." 

— Adam of St. Victor. 

The gospel of Jesus Christ was designed for all men. 

There have been three great races which are tJiree 
types of the three phases of character in that and in all 
ages, the Jew, the Roman and the Greek. 

Besides these there grew up another type of character 
— the Christian. 

The gospel to reach and mould mankind, must be 
adapted, in its presentation, to these four types of men. 
The four gospels are in their authors, design, contents and 
style, thus adapted: Matthew to the Jew, Mark to the Ro- 
man, Luke to the Greek, and John to the Christian. 

Their manifoldness is explained by the fact that they 
were designed for manifold classes of men. 



38 MIXNETONKA NORMAL OUTLINES. 

III. Their Unity.— The four gospels contain but 

ONE GOSPEL. 

1. The same Jesus — a perfectly unique, consistent 
and harmonious character— is presented by the four evan- 
gelists. The Spirit of God has used, not suppressed, 
their individuality, in presenting one complete gospel in 
their four gospels. 

The Incarnation, Life, Death and Resurrection of 
Jesus are the same in all. 

2. All apparent differences can be satisfactorily 
harmonized, and their very apparent differences prove 
their candor and truthfulness. 

3. The unity of the Evangelists' testimony is that 
of four intelligent, truthful witnesses testifying in a court 
of justice. 

See Da Costa's Four Witnesses. 

4. The pictures of Christ they present are neces- 
sary to form one complete conception of the Incarnate 
God. 

5. While they are perfectly harmonious, they sup- 
plement each other. 

The student who desires further to investigate the 
four gospels, is referred to "Why Four Gospels?" by 
Rev. D. S. Gregory, D. D., and to Introduction to the 
Study of the Gospels, by Westcott. 

Student's Self- Test : 

1. What is known of John's history? 

2. For whom was his gospel designed? 

3. Give the external proofs of this. 

4. What is a Christian? 



MINNETONKA NORMAL OUTLINES. 39 

5. How was John fitted to write the gospel for 
Christians? 

6. What is the central aim of John's gospel? 

7. What is John's style ? 

S. Under what symbols have Christian artists rep- 
resented the four Evangelists ? 

9. How do you explain the fact that there are our 
gospels ? 

10. State the Unity of the Four Gospels in four 
particulars? 



SUNDAY-SCHOOL SECTION-LESSON I, 

TOPIC: THE OUTLOOK. 

I. Consider the things which come before all forms 
and methods, and get clear ideas of what we undertake. 
Luke 14: 28 — 30. 

1. The work to be aggressive, Kph. 6: 10 — 12; Luke 
IO: 19. 

2. The work to be practical, I Cor. 3: 13 — 15. 

3. The work to be done under orders, John 15: 16, 

4. The work done to bring in a kingdom, last 
clause, Rev. 11: 14. 

II. Loyalty to Christ to be made as practical as if 
he were an earthly king, Phil. 2: 9 — 1 1. 

1. Loyalty in faith, Heb. 11:6. 

2. Loyalty in obedience, Num. 15: 24; 32: II, 12. 

3. Loyalty in zeal, Num. 25: 11, 13. 

4. Loyalty to Him as King of kings, 1 Timothy, 6: 
11 — 16. 

III. The Word of God under the direction of the 
Spirit to be the weapon, Heb. 4: 12. 

1. It is a sword, Heb. 4: 12; Eph. 6: 17. 

2. It is a power, Isa. 55: 11; Jer. 23: 29. 

IV. Recognition of the work of the Holy Ghost, 
John 14: 26; 3: q. 

1. Gives the power of prayer, Rom. 8: 26, 27. 

2. Granted to inquirers, Luke 11: 13. 



MINXETOXKA NORMAL OUTLINES. 41 

3. Granted on repentance and obedience, Acts 2:38. 

4. Convinces of sin, John 16: 8 

5. Admits us to the Father, Eph. 2: 18 

6. Enlightens our minds, 1 Cor. 2: 10. 
7.. Regenerates the soul, John, 3: 5,6. 

8. Sanctifies our nature, 1 Cor. 6: 11. 

9. Grants us Christian graces. Gal. 5: 22, 23. 

10. Makes man the child of God, Rom. 8: 14 — \y ; 
Gal. 4: 6, 7. 

Bible passages to be read at home on this lesson: 
I Cor. 12: 1 — 31. 



SUNDAY-SCHOOL SECTION— LESSON II 

TOPIC: ORGANIZATION, CLASSIFICATION AND DISCIPLINE. 

I. Constitution. 

1. Name and object? Sabbath-school or Sunday- 
school? Bible Service? Teaching Service? 

(i.) Recognize the fact that the Sunday-school is a 
department of the church. 

(2.) The immediate and ultimate aim of the Sunday- 
school, the conviction, conversion and religious culture 
of each scholar. 

2. Time of holding the school? 

3. The duties of officers, including the pastor, dis- 
tinctly defined; — thus avoiding misunderstandings be- 
tween superintendent and pastor, interruption of teach- 
ers, etc. 

4. Who should elect the officers? Teachers and 
adult members of the school. 

(1.) What relation should the church sustain to the 
election? 

5. How should teachers be selected? 

(1.) Superintendent and pastor nominate and, after 
candidates have been thoroughly tested, the nomination 
confirmed or rejected at the teachers' meeting. 

(2.) Does the Bible warrant the selection of uncon- 
verted persons as teachers? Ps. 50: 16, 17; Ezra 7: iO; 
Heb. 5: 12 ; Matt. 15: 14. 

II. Classification. 

1. The school divided into Primary, Intermediate, 
Junior, Senior, and Normal departments? 



MINNETONKA NORMAL OUTLINES. 43 

2. Classes should be graded according to capacity,, 
attainments and age. 

(i.) How can difficulties arising from different social 
positions of scholars be avoided? 

III. Discipline. 

i. How can punctual attendance be secured? "Roll 
of Honor?'' etc. 

2. The superintendent's management of the school? 

3. The management of the class by the teacher? 

4. How should unruly boys be managed? 

(1.) Lay responsibilities upon them, — give them 
something to do. 

(2.) Bring to your home and see them at their homes 
or places of employment. 

(3.) Discover the vulnerable point and reach the 
heart through it. 

IV. What special features in organization, classifi- 
cation and discipline are required for Mission Schools? 

Bible passages on this lesson to be read at home: — 
Ex. 18: 17 — 26; 1 Chron. 6: 31 ; 9: 13; 29: 5. 

Helps: — For helps on this Lesson see List, page 4.. 



SUNDAY-SCHOOL SECTION-LESSON III 

TOPIC: ORDER OF EXERCISES, 

I. Of what should the opening exercises consist? 

1. Should notices be read before or after the lessons 

2. That the classes may not be interrupted during 
the lesson, should not a special time be given in the pro- 
gramme for collecting library books, distributing treas- 
urer's envelopes, etc.." 

3. Should the lesson be read responsively in the 
opening or closing exercises? 

4. How can the opening exercises be made true 
worship? 

5. Should the person who is to lead in prayer be 
previously notified? 

6. How can the hymns be made helpful to the 
lesson? 

7. Is it desirable to explain the meaning of the 
hymns ? 

II. In what order should the introductory exercise? 
be arranged? 

III. Teaching the lesson. 

I. Avoid all unnecessary interruptions from officers. 

IV. Closing exercises. 

I. What errors in the closing exercises have been 
observed? 



MINNETONKA NORMAL OUTLINES. 45 

2. What correct methods in the closing exercises 
vhave been observed? 

Y. How can doctrinal and denominational instruc- 
tion be provided for? 

1. Brief memory exercises in catechism, etc., can 
be conducted before the lesson either by pastor, super- 
intendent, or teacher. 

2. At children's meetings after school or on Satur- 
days. 

VI. How can monotony in a programme be avoided? 
1. Variety might be secured by arranging a pro- 
gramme for each of the four seasons. 

Bible passages on this lesson to be read at home:- 
1 Cor. 14: 33—40. 

Helps:- -For kelps on this Lesson see List, page 4. 



SUNDAY-SCHOOL SECTION—LESSON IV, 

TOPIC: THE STUDY OF THE SCHOLAR. 

Motto: " A good teacher studieth his scholars' na- 
tures as much as they their books. " — Thomas Fuller. 

I. The faculties of the mind. 

1. The intellect — Perception; Memory, Imagination, 
Generalization, Reasoning, and Intuitive Ideas. 

2. The sensibilities — Joy and Sorrow, Love and 
Hate, Enthusiasm, etc. 

3. The will — One's choices form his character. 

II. Individuality. 

I. Natural temperament. . 

III. In his relations — social, religious, etc. 

1. Home-life. 

2. Associates. 

3. Educational. 

4. To the church. 

IV. Methods of studying human nature. 

1. As the botanist studies the laws of plants in wild 
specimens rather than in cultivated ones, so human 
nature should be studied in childhood rather than in man- 
hood. Even a Bible-class teacher can learn best the real 
characteristics of adults by studying children, as the lat- 
ter are undisguised. 

2. By keeping a fresh memory of childhood. "The 
whole difference between a man of genius and other men, 



MINNETONKA NORMAL OUTLINES. 47 

is that the first remains, in great part, a child; seeing 
with the large eyes of children in perpetual wonder." — 
Rusk in . 

3. By observing children by the wayside, fireside, 
etc., as intensely as the scientist does his specimens. 

4. By visiting the scholars. 

V. Discoveries in studying human nature. 

1. Instinct of activity. 

2. " " working in the soil. 

3. " " imitation and invention. 

4. " " rhythm 

5. " " investigation. 

(1.) Notice. 
(2.) Curiosity. 
(3.) Comparison. 
(4.) Calculation. 

6. The social instinct. 

7. Instinct of God-trust. 

Bible passages on this lesson to be read at home : 
Isa. 28: 24-29. 

Helps: For kelps on this Lesson see List, page 4.. 



SUNDAY-SCHOOL SECTION-LESSON V. 

TOPIC: THE SCHOLAR'S CONVERSION AND CHRISTIAN 
CULTURE. 

I. Certainties about the conversion of children. 

1. The intellectual and spiritual faculties of children 
develop, in this age of steamboats, railroads, telegraphs, 
and common schools, more rapidly than in any former 
century. 

2. The positive acts of sin appear at a very early 
period of life. Every daily paper has the record of pre- 
cocious thief, drunkard, or murderer, not yet in his teens, 
so young that he is carried to jail on a half-price ticket. 

3. Even when there is no development of outbreak- 
ing vice or crime in childhood, the sense of sin is manifest 
very early. 

4. As early as a child is capable of knowing and 
choosing the wrong, he is capable of knowing and choos- 
ing the right. As children may be criminals, children 
may certainly be Christians. 

5. As children of this century are capable of know- 
ing and choosing between good and evil, at a very tender 
age, the question, " Who shall possess a human soul, 
Satan or Christ? " will usually be decided early in life. 

6. In the rescue of children from sin, to-day, as at the base of the 
Transfiguration mount, they must be brought to Christ as a personal 
Savior. The secular education of our common schools has limited power 
to save a child from intemperance, sensuality, covetousness and other 
vices. 

7. In the rescue of the children the chief responsibility to-day, as at 
the base of Mount Hermon, rests upon the parents. 

The children of Christian ministers and deacons are not generally, not even fre- 
quently bad, as Rr.mor has falsely published on the strength of a few notorious exceptions- 



MINN ETON K A NORMAL OUTLINES. 49 

;s were gathered on this point from two hundred and forty families of ministers" and 

- in Massachusetts, and the results were as follows: " la the two hundred and forty 

5, there were one thousand one hundred and eighty-four children over fifteen years 
of these eight hundred and fourteen, about three-fourths, were hopefully pious ; 
seven hundred and thirty-two had united with the church; fifty-seven had entered the min- 
istry or were engaged in their preparatory studies, and only fourteen were dissipated* 
about one-half of whom only became so while residing with their parents. 

" In a district of Kansas, in families where both parents were church members, it was 
found that two-thirds of the children over twelve were members of churches ; where one 
parent was a church member, one-third oi the children were members of churches, whereas, 
in iamilies where neither parent was a church member, not quite one in twelve of the chil- 
dren belonged to a church." 

S. As assistants to Christian parents, and as substitutes for unfaithful 
and godless parents, pastors and Sunday-school teachers may do a great 
deal for the salvation of children. 

Children's sermons, which are every year becoming more and more frequent among 
thoughtful pastors ; faithful application of the Sunday-school lesson in the class and gen- 
eral review ; personal conversation and earnest believing prayer with and for our classes 
are chief weapons in this warfare. 

Children's class meetings and children's prayer meetings, under the care of earnest, 
child-loving Christians, are of great value, not only for the conversion, but also for the 
Christian culture, of children. 

9. The rescue of a soul in childhood is easier than at any other point 
along the battle line of life, and therefore the economy of moral forces 
would impel us to make our attack at that point. Prevention is easier 
as well as better than cure. 

10. Not only a child's innocent and impressible nature, but also its 
daily surroundings, make the beginning of religion easy. A child in its 
home-life learns submission, confidence and love toward earthly parents, 
and it is not difficult to teach him submission, confidence and love toward 
the Heavenly Father. 

11. The rescue of a soul in childhood is not only easier, but also 
more valuable than at a later period, because of the added years for glad- 
ness and God's service. 

12. But childhood conversion not only gives to God more years of 
service, but each year is also better service than a later conversion would 
give. 

It is the testimony of Spurgeon, Tyng, and all of those pastors who are accustomed 
to receive many children into their churches, that they make more symmetrical, reliable, 
and less troublesome members through their lives than those received as adults. 

13. The work of grace upon the child's heart is more perfect because 
evil has not yet intrenched itself; because doubt has not yet pre-occupied 
the thoughts; and especially because all our spiritual perceptions are 



50 MINNETONKA NORMAL OUTLINES. 

clearer in childhood than at any later age; except when a Christian has 
begun a godly life early, and grown from that basis. 

14. This early and public choice of a Christian life is in accordance 
with the God-given custom of the original Jewish church. 

On the eighth day all male children were circumcised. At five years of age they 
were to beg-in the study of the Scriptures. At ten they begun the Mishna. At twelve to 
thirteen they crossed the line between boyhood and youth. They then became subject to 
the -whole law and assumed solemn obligations. 

15. This early choice of a Christian life is required by the direct 
commandments of Christ to parents, teachers and children. 

16. The history of the church as well as the Bible, shows that the 
conversion >f children is both possible and desirable. 

The most eminent leaders of God's church in all ages have been 
godly from their earliest years. 

17. A multitude of living examples, of the possibility of early piety 
and consistent fulfillment of Church vows by young children, can be seen 
by any one who will look for them. 

18. We have also the testimony of ' " experts" in this matter, such 
men as Spurgeon, Newman Hall, Dr. Tyng, Moody, and others, who 
havecarefully examined the relations of children to Christ and the Church, 
who say that it is desirable to lead children in very early years to a choice 
of Chris* as King and Savior, and to the fellowship of the Church. 

II. Methods. 

1. What degree of conviction should be expected? 

2. " evidences of conversion " " ** 

3. " means used for the culture of converted 
children ? — catechism drills in school or class, children's 
meetings, etc. 

4. How should children's moral character be built 
up? By Bible precepts. By being exercised early 
with responsible undertakings, under the guidance of 
faithful Christian parents, instructors and associates. 
Healthy self-reliance secured. More important virtues 
gained. 



MINNETONKA NORMAL OUTLINES. 51 

5. Get children to pray for the church, and also to 
pray aloud in children's meetings, repeating sentence by 
sentence the prayer of the leader, or praying single 
sentences alone. 

6. By visiting parents and enlisting their co-opera- 
tion in building up the spiritual life of children. 

Bible passages to be read at home on this lesson : 
Mat. 19: 41 ; 2 Ch. 34: 3 ; 1 Sam. 3:1, 19 ; Gen. 7:1; 
19: 16 ; Jos. 24: 15 I Acts 16: 31-33. 

Helps: For helps on this Lesson see List, page 4.. 



SUNDAY-SCHOOL SEC— LESSON VI. 

TOPIC: THE TE4CHER'S PREPARATION. 

First Statement : Begin at least one week in advance 
of teaching. 

I. Pray. 

i. Seek the Holy Spirit's influence as a real helper 
in discerning truth. John y. $\ Matt. 5:8; 1 Cor. 2:9-12. 

II. Read. 

1. Carefully consider the essence of each clause 
and word of the lesson. 

III. Commit. 

1. The thought, if not the words, should be fixed 
in the mind a week previous to giving the lesson, in 
order that it may constantly be enriched by meditation 
and passing experiences. 

IV. Think: Josh. 1:8; Ps. 1: 2; Matt. 17:25; 18: 12. 

I. One should develop his own thoughts before 
consulting helps. 

Second Statement: At the last of the week, after 
having exhausted ones own resources, attention should 
be given to the following: 

V. Consult Helps. 

I. Absolutely essential ones are: — A Reference 



M INN ETON K A NORMAL OUTLINES. 53 

Bible, Bible Concordance, Bible Dictionary, Jameison, 
Fausset, & Brown's Comprehensive Bible Commentary, 
one or more Lesson Periodicals. 

VI. Adapt. 

1. Seed to soil, medicine to symptoms, lesson to 
class. 

VII. Illustrtb 

VIII. Plan. 

1. Teacher as well as preacher should arrange his 
material. 

IX. Pray. 

Bible passages to be read at home on this lesson: — 
2 Tim. 2:15; 1 Tim. 4:11-16; 1 Cor. I: 11; Rom. 
15:30; Ex. 28:12, 29; 2 Cor. 3:5; John 14:26. 

Helps: — For helps on this Lesson see List, page 4. 



SUiNDAY-SCHOOL SEC. — LESSON VII. 

TOPIC: THE TEACHER WITH HIS CLASS. 

I. Introducing a Lesson 

i. What can the Superintendent do to prepare the 
way for the lesson? 

2. The teacher must dispose of miscellaneous mat- 
ters before teaching — such as taking collection, marking 
attendance, removing library books, etc. 

II. Securing attention to the Lesson. 

1. Attracted rather than compelled. 

2. Arouse the spirit of inquiry. 

3. Awaken self-activity that shall continue through 
and after the lesson by sympathy, variety, enthusiasm 
and adaptation. 

4. The teacher must have a "fixed purpose and an 
emancipated eye" — teaching without helps, except the 
Bible. 

5. The teacher should sit so that every scholar is 
within direct range of his eye. 

6. Secure right surroundings, sittings, ventilation, 
freedom from any interruption whatever. 

III. Additional Suggestions. 

1. Create an atmosphere of " at-home-ativeness" 
by sympathy, ease and conversational, rather than lec- 
turing methods of teaching. 

2. Induce scholars to bring their own Bibles instead 
of Lesson Leaves. 



MINNETONKA NORMAL OUTLINES. 55 

3. Waste no time on unimportant questions 

4. ''Teach thy tongue to say, ' I don't know.' " — 
Hebrew proverb, 

5 Prevent one, or a few, of the class from using all 
the time. 

6. Review thoroughly and frequently. 

7. Make spiritual application, not only at the close, 
but all through the lesson. 

IV. What Difficulties and Mistakes in Teach- 
ing HAVE BEEN OBSERVED. 

Bible passages to be read at home on this lesson : — 
1 Cor. 14: 19. 

Helps: — For helps on this Lesson see List, page 4.^ 



SUNDAY-SCHOOL SECT.— LESSON VIII. 

TOPIC: THE AKT OF (JUEMIOMSG. 

I. The aim of questioning. 

i. To win and hold attention. 

2. To secure co-operation. 

3. To develop what the scholar knows — showing 
his need to himself and teacher. 

4. To stimulate the scholar's desire for knowledge 
and to lead him to ask questions — that he may become 
a "skillful finder of truth rather than a patient receiver 
of it." 

5. To awaken conscience. 

6. To rlrove the teacher's work. 

7. That the truths taught shall be fixed in the mind 

II. General principles in questioning. 

1. Very simple language should be used in questions. 

2. Avoid leading questions — such as suggest the 
answer. 

3. Scarcely ever should the question admit of the 
answer "Yes" or "No." 

4. Questions should not be beyond the capacity of 
the scholar. 

5 Questions should not be indefinite or ambiguous. 

6. Questions should be arranged to connect the 
truth logically with the previous knowledge of the 
scholar. 

7. Questions should be so logically arranged that 
they naturally follow each other. 



MINNETONKA NORMAL OUTLINES. 57 

8. The manner of the teacher should be animated 
and sympathetic. 

9. Individual questions should follow simultaneous 
answers. 

10. When scholars answer wrongly, if possible work 
their answers into the lesson plan, or correct their error 
very kindly. 

11. Dull or reticent scholars should be led to answer 
questions by special efforts of the teacher. 

12. Do not repeat the answer of the scholar. 

Bible passages to be read at home on this lesson: — 
Luke 2: 46, 49; Matt. 22: 42 ; Luke 10: 36. 

Helps: — For helps on this Lesson see List, page 4.. 



SUNDAY-SCHOOL SECT.— LESSON IX. 

TOPIC: THE ART OF ILLUSTRATING. 

I. Illustrative teaching is according to the laws of the 
mind. 

II. Illustrative teaching is according to the example 
of Scripture. 

III. Illustrative teaching is adapted to the times. 

IV. Verbal illustration. 
i. Vivid description. 

2. Similes — (" The likes"). 

3. Allegory. 

4. Stories vividly told. 

V. Visible illustration. 

1. Object illustrations. 

2. Use of maps. 

3. Use of pictures. 

4. Outlines for the school — blackboard and teach- 
er's slate. 

(1.) Abuses of the blackboard? — Making an exhibi- 
tion of it rather than illustrating by it — Incorrect draw- 
ing — Complicated follies. 

(2.) Uses of blackboard and slates? — To collect 
attention — To make announcements — To aid memory — 
To explain truth — To condense thought — To emphasize 
truth — and to review the lesson. 



MINNETONKA NORMAL OUTLINES. 59 

VI. Acquiring the illustrative habit. 

i. Ask upon the lesson to be taught the following 
questions: — What points in this lesson need to be illus- 
trated, to make them clearer and more emphatic? What 
are these points like in the Bible? In nature? In com- 
mon life? In history and biography? In song? In exer- 
cises for blackboard, slate, or note-book? 

Note. Subjects I.. II, III., and IV. should be treated briefly but 
suggestively ; giving gi latest attention to V. and VI. 

Bible passages to be read at home on this lesson: — 
Jer. 18: 1-6; 51:63,64; Dan. 2: 31— 45; Gen. 22:1—14. 

Helps:— For helps on this Lesson see List, page 4. 



SUNDAY-SCHOOL SECTION— LESSON X. 

TOPIC: THE HOME OF THE SUNDAY SCHOOL. 

I. The Superior Advantages of the Home to 
the Sunday-School, — Earlier, Oftener, Mightier 
in its Influence. 

i. What the Sunday-school may learn from the 
home? 

(i.) Power of love. 

(2.) Importance of simplicity in language. 

(3.) "At-home-ativeness" in the class. 

(4.) Illustrations of the lessons from home-life. 

II. What Help may the Sunday-School Derive 
from the Home? 

1. Use of home-readings and memorizing the 
Golden Text at family prayers. 

2. Regular family study of the lesson at some defi- 
nite time in each week. 

3. Words of thanks and encouragement from pa- 
rents to teachers of their children. 

4. Following up the lesson at home by questions, 
explanations and effort to apply it in the life. 

5. Presence of parents as members in the classes of 
the Sunday-school. 

III. How can the Sunday-School Help the 
Home? 

1. By suggestions in regard to the reading of the 



MIXNETONKA NORMAL OUTLINES. 61 

week, by such a plan as " the Chautauqua Literary and 
Scientific Circle." 

2. By teaching practical home duties and courte- 
sies. 

3. By informing parents of religious developments 
in their children by visits, letters, etc. 

4. By inducing church attendance of parents 
through the children. 

Bible Lessons to be read at home of this Les- 
son : — Josh. 24:15; Deut. 6:6, 7; Isa. 59:21; Prov. 
4: 13, 20 — 22; Eph. 6: 4. 

Helps: — For helps on this Lesson see List , page 4. 



Jton&aij - jSqljoal, ©fjttrtlj *">& Htssionatj^ ^aqposBS. 

< i^i» 

To Superintendents and Pastors: 

We invite your attention to our Savings Box, which has now been in 
use for over five years, with constantly increasing success. 

// is the only thing of the kind now manufactured by which a record can be 
kept of the amount of money collected. It shows Sy stein and Utility on its face. 

Each box has a blank for name of scholar to whom issued, purpose of 
collection, date when to be returned, and name of Superintendent. Armed 
with this certificate, your scholar goes out invested with the dignity of a 
church collector, and draws on friends and neighbors for i, 2, 3 and 5 cents, 
till his box is full and ready to return to their Superintendent. 

The following can be referred to as to its success: 

January i, 187S, H. M. Capp, Superintendent of the "St. Paul's Evan- 
gelical Mission Bible School" of Lebanon, Pa., writes as follows: "A 
short time ago we distributed 250 of the Pocket Savings Boxes purchased 
from you, in our Bible School, to give them an opportunity to raise money 
to build a new Sunday-school Chapel. They were used for four weeks, 
and, on opening, found to contain $300." 

Mr. Hull, of Grafton, W. Va., December 12, 1877, writes: "The Sav- 
ings Boxes purchased from you sometime ago, worked well. The first 
week after giving out, 15 were returned to school with a collection of $26. 
By our usual way of taking up collections, we would get only 40 to 60 
cents. We have just purchased an organ for the Sunday-school. Savings 
Boxes did it." 

Railroad Mission of Chicago used 800 last year, the fourth year they 
have used them. Reter to J. K. Stearns, of Connecticut Mutual Life In- 
surance Company. 

Rev. H. D. Jenkins, D. D , of Freeport, 111., Aug. 13, 1877, writes, after 
using several hundred of our Savings Boxes: "I have never found any- 
thing so great a help to the benevolence of the Sunday-school as your boxes." 

More than 1,000 Sunday-schools in the United States have used them 
so far, and all testify as to their success. 

They can be used for any purpose needed to raise money — for Library, 
an Organ, Christmas, or, indeed, any occasion demanding money. 

We manufacture three styles of Boxes — or any style of Box desired. 

No. 1 is calculated to hold 50 cents; No 2 to hold $1.00; No. 3 to 
hold $5.00. 

Price 3c. Each, or $3.00 per Hundred. 

JS^*Postage prepaid. Address orders for Boxes to, 

JOHN FAIRBANKS, Manager. 

THE WESTERN SUNDAY-SCHOOL PUBLISHING COMPANY, ' 

46 Madison Street, CHICAGO. 



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